L'emergere dell'istruzione mediata da piattaforme digitali. Critica Delle retoriche dominanti a partire da una ricerca sul campo

The article presents the results of a qualitative research on the experience lived by university lecturers during and after the pandemic, combining Italian, with European and US experiences. The analysis is developed on two parts: the first proposes a theoretical reflection the alternative to the centrality of the ‘measurability’ and the performativity of learning objectives, typical of the hyper-industrialised educational model. The second, based on empirical research, investigates how university lecturers are driven to adapt to the new digital teaching formats. This transformation requires them to mobilise personal and relational resources in a performative and often uncritical way, aligning themselves with a neoliberal subjectivity that values self-activation to meet the demands of the new educational context.